Learning Community Marlboro Middle School
Program and Course Descriptions
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Programs are as follows:
Course Description: The 6th-grade English program will develop students writing, reading, speaking, listening, research, and critical thinking skills. Vocabulary development and spelling skills will be emphasized, and grammar and mechanics will be taught as essential elements of writing as a process. Selections from literature will be used as models for writing and as a means of developing critical thinking skills.Course Goals: Throughout 6th-grade, students are developing the core NYS Performance Indicators in the skills of reading, writing, listening, and speaking.
ELA 7Course Description: The 7th-grade ELA curriculum is aligned with the NYS standards. At this level we will be addressing reading, writing, listening and speaking skills. Various genres will be explored including short stories, drama, non-fiction, poetry, myths and legends, biographies/autobiographies, and novels. In addition, students will be taught study skills to prepare them for the NYS ELA exam. Finally, strategies will be taught to enable the students to complete the required research paper.
- To improve students writing through the 6 + 1 traits and the writing process.
- To improve the students reading skills through the HOLT Elements of Literature textbook.
- To help our students become life long learners, while instilling a love for the written word.
Course Description: Our 8th-grade program transitions students to the rigorous expectations of high school. Students are groomed to connect their concrete knowledge to more abstract levels of thinking. Additionally, pace and efficiency are highlighted to assist students in managing their greater workload of information and the school/state assessments. Central to our syllabus are the NYS Learning Standards and the Marlboro Central School Districts 6 + 1 Writing Initiative. Our reading/writing agenda focuses upon literary selections, speeches, informational texts, and novels. Students receive pertinent instruction and reinforcement in reading skills, vocabulary, spelling, research, grammar, usage, mechanics and the writing process.
Course Description: The grade 6 mathematics curriculum is designed to improve the problem solving abilities of students while continuing a development of skills and concepts. Problem solving situations are an integral part of each of the strands of study:
- number concepts
- ratio, proportion, and percent
- probability and statistics
- algebra and coordinate geometry
- geometry and measurement
Problem solving is a basic approach to the program and is utilized in every strand. Integration of topics should occur naturally. They should not be forced. Although students must demonstrate competence in mathematical operations, computers and calculators are valuable tools which will be used in developing concepts, finding patterns, checking work, and removing some of the computational drudgery from problem solving experiences.
1. As a foundation each student will:
a. think logically and creatively
b. apply reasoning skills to issues and problems
c. perform mathematical calculations
d. determine what information is necessary in a particular situation
e. acquire, organize, and use information in solving a problem
f. master computational skills
2. Each student will learn methods of inquiry, reasoning, and knowledge through mathematics
and use the methods and knowledge in interdisciplinary applications.
3. Each student will learn that mathematics can be used as a problem solving tool in other areas
of the curriculum and in every day problems outside of school.
Mathematics 7Course Description: Every 7th-grade student in the learning community takes a full-year course of mathematics. The primary objective of this course is to teach students mathematical concepts, such as problem solving, statistics, numbers and operations, geometry and measurement, and algebra.
Course Goals: The goal of the mathematics program at Marlboro Learning community is to develop the students math skills and knowledge in preparation for their future educational and vocational decision making. To accomplish this goal, students learn how to understand mathematical concepts through explanation, communication, reading, writing, and utilization of higher level thinking skills. These objectives are accomplished in a two-phase program, pre- and post-March, adhering to the New York State Standards, defined by and culminating with the New York State Assessment for Grade 7 Mathematics.
Course Description: Every 8th-grade student in the learning community takes a full-year course of mathematics. The primary objective of this course is to teach students mathematical concepts, such as problem solving, numbers and operations, geometry and measurement, and algebra.
Course Goals: The goal of the mathematics program at Marlboro Learning community is to develop the students math skills and knowledge in preparation for their future educational and vocational decision making. To accomplish this goal, students learn how to understand mathematical concepts through explanation, communication, reading, writing, and utilization of higher level thinking skills. These objectives are accomplished in a two-phase program, pre- and post-March, adhering to the New York State Standards, defined by and culminating with the New York State Assessment for Grade 8 Mathematics.
Course Description: In 6th-grade science students will be exposed to the scientific method. They will learn to think like scientists. Students will be learning the metric system which is used by scientists worldwide. The curriculum in 6th grade is Earth Sciences. Students will learn how our dynamic planet works.
- Students will learn and apply the scientific method.
- Students will learn the metric system. They will be able to estimate, measure, and convert from one unit to another.
- Students will study the physical setting and understand the Earth and its processes.
Course Description: 7th-grade science is an exciting subject for students. Some of the topics include the Earths processes where we will examine the interior and exterior of the Earth and how it is in constant motion. We will examine forces and motion. Students will investigate simple machines and use their knowledge of them to create compound machine concepts. Students will discover the various forms of energy, energy conversions and the law of conservation of energy. Students will discover the many forms of alternative energy. We will examine both the biotic (living) and abiotic (non-living) factors in the environment and how they interact with one another.
Course Goals: Throughout the year students will be asked to participate in tasks and activities that challenge and inspire them. Many different instruction strategies will be used to ensure that students of all learning styles have an opportunity for success.
Course Description: To further educate and stimulate students in the field of science. Science 8 involves the study of topics related to Biology, Earth Science, and Physical Science, along with the use of science tools and equipment. The New York State Standards guide the content.
Course Goals: To prepare students for the 8th grade science assessment test following NYS Learning Standards. Also, students will prepare for their future studies in the field of science in high school.
Science 8 and Regents Biology
Course Description Regents Biology: This course is an honors course for students who, by the end of 7th-grade, have demonstrated an ability to accelerate one year in science. Typically a 9th-grade course, The Living Environment is a Regents course that is required of all students for high school graduation. By successfully completing this course in the 8th-grade, students are able to continue taking Regents and college level science courses in the high school. Entry into this course is through teacher recommendation and entry exam.
Grade 6 Social Studies
Course Description: The 6th-grade social studies program emphasizes interaction of geography and economics. Ancient history is a vehicle for drawing relationships and understandings of social, cultural, and political aspects of life.
Through the study of history, archeology, art, literature, and humanities, students learn to value social diversity and accomplishments of past cultures in the Eastern Hemisphere. A connection is made between the present and it's debt to the past while providing the foundational topics for global history.Course Goals:1. To learn what each important time period in history contributed to the making and development of the 21st century.2. To learn, as individuals, our responsibilities as citizens of our nation and the roles we should play in our society.CONTENT:1. Geography, Humans, and the Environment of the Eastern Hemisphere2. Time, Continuity and Change in the Eastern Hemisphere (800 BCE-600 CE)3. Power, Authority, and Governance in the Eastern Hemisphere4. Creation, Expansion, and Interaction of Economic Systems in the Eastern HemisphereGrades 7 and 8 Social Studies
Grades seven and eight social studies is a chronologically organized two year course of study. The two year sequence begins with the human experience in the United States from pre-Columbian times to the present. Students are presented with major political, economic, and social trends in United States history with ties made to trends and time frames in New York State history.
As a result of students completing this two year sequence of study in United State history, students should demonstrate steady growth in the following areas:
- The ability to acquire, organize, process, and communicate accurate social studies information and ideas.
- The ability to identify and investigate issues, and to take and support positions.
- The ability to make hypotheses, evaluate assumptions, sources, evidence, beliefs, and arguments.
- The ability to effectively make and prove generalizations, recognize cause and effect, draw conclusions, analyze political cartoons and graphs, compare/contrast and draw inferences from information provided.
- The ability to understand how our government was formed, how it functions, and how it impacts their daily lives.
- The ability to determine and understand their rights and responsibilities and decide how to best exercise them ad contributing citizens.
Grade 7: 7th-grade students will cover the following content areas:
- The Global Heritage of the American People prior to 1500
- European Exploration and Colonization of the America
- A Nation is Created
- Experiments in Government
- Life in the New Nation
- Division and Reunion
Grade 8: 8th-grade students will continue the two year course of study in the following areas:
- An Industrial Society
- The United States as an Independent Nation in an Increasingly Dependent World
- The United States Between the Wars
- The United States Assumes Worldwide Responsibilities
- The Changing Nature of the American People from World War II to the Present
- Citizenship in Today's World
English as a New Language (ENL) Grades 6, 7, 8
Course Description: ENL classes are required by New York State law for students who are speakers of other languages. These students take ENL classes until they score at the proficient level in English on the NYSESLAT (New York State English as a Second Language Achievement Test). The classroom approaches, methodologies, and strategies used promote both English language development and critical thinking skills.
Course Goals: The mission for all ENL classes is to bridge the achievement gap so that Limited English Proficient students may succeed in their general education classes. We seek to accomplish this by assisting students to develop skills in the areas of reading, writing, listening, and speaking in the English language. We also provide content area support to help students develop cognitive and academic language proficiency. In addition, we help students to develop cross-cultural knowledge and understanding. Aside from academic support, the primary goal of the ENL department is to instill self-pride and self-appreciation in our students.Special Education
Inclusion/Direct Consultant: Special education teacher works in the classroom with the general education teacher to support the classified students enrolled in the class. A co-teaching program, test modifications, as well as study skill reinforcement take place in the classroom. Students participate in the NYS assessments for each core course.
Support: Support class is taught by a special education teacher. This is designed for the inclusion students who are on the same academic team and require additional support services. The primary objective is to support the curriculum through pre-teaching and re-teaching of material, reinforcement of study skills, and preparation for classroom tests and state assessments.
Special Class (ELA, Math, Social Studies, Science) 1:12:1: Special classes are designed for the classified student who needs a slower pace and more intimate setting to achieve success in the core academic areas of English Language Arts, math, social studies, and science. Classes are taught by a special education teacher, who parallels the basic core curriculum with modifications. Students participate in the NYS assessments for each core course.
Resource 5:1: Resource class is designed for the more independent classified student who is in the general education setting. Reinforcement of basic study skills and curriculum occurs during the resource time period.
Course Description: In the learning community the Speech/Language Pathologist provides diagnostic and therapeutic services for students who demonstrate an educational disability in the area of speech and language (i.e. the form, content, and use of language). SLPs work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, pragmatics, voice/resonance, and swallowing. SLPs provide intervention that is appropriate to the age and learning needs of each individual student and is selected through an evidence based decision-making process. SLPs configure programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and see that they provide services to other students as appropriate.Course Goals: SLPs address personal, social/emotional, academic and vocational needs that have an impact on attainment of educational goals. SLPs help students meet the performance standards of the school and state as well as their individual educational goals (IEP).
Grades 6, 7, 8 Reading
Course Description: Academic Intervention Services (AIS) in reading is mandated by the New York State Education Department for students who score below the state reference point on the ELA exam. The goal of AIS reading is to identify reading weaknesses and deliver a remediation program that will target those weaknesses and attempt to eradicate them. Reading AIS for grades 6th, 7th, and 8th is a pullout program (which does not interfere with the regular academic schedule) that students attend every other day for a forty minute block of time.
Course Goals: Skills are aligned with NYS Standards integrating reading, writing, speaking, and listening skills. Skills are addressed that will not only be needed for the students success on the ELA exam but as life long learners. AIS reading focuses on:
- Vocabulary activities to promote critical thinking, reading comprehension, concept acquisition, and academic success.
- Comprehension skills and strategies.
writing skill practice using learning logs or journals. Reading
- To read good literature that supports the reading of 25 books per year at the middle learning level.
Guidance Grades 6, 7, 8
Counseling Description: The Marlboro Middle School Learning Community provides Guidance and Counseling Office resources and support services for our student population through collaboration with administration, staff, and the parent/guardian community at large. Our school counselors, act as student and family advocates within our learning community providing academic, as well as, social-emotional counseling on an ongoing basis. We do this within the framework of three key areas to align with the NYS learning standards as follows: academic development, social/emotional development, and career development/occupational studies.
We offer classroom themed sessions through classroom visits; we provide 1:1 counseling, and small group counseling. Some issues addressed in group settings include: self-esteem building, positive adjustment, transition issues and conflict/bullying. We work as a team with our building pupil personnel staff, which includes our School Psychologists, School Social Worker, and Student Assistance Counselors, to address students in crisis and/or at risk. We sit on the SST (Student Service Team) in addition to other building committees.
Our office is the keeper of the student records and we handle building grade reporting. We attend team meetings as a part of student discussions and parent/team conferences as well. We act as liaisons between our school and outside agencies and alternative student sites working closely with their school support staff. We communicate closely with special needs students and attend most CSE (Committee on Special Education) meetings. We are the coordinators of our student 504 accommodation plans. We have an open door policy; students are always welcome, with permission/hall passes, to make use of our services.
Personal and Social: We will offer students the guidance and direction necessary to become self-fulfilled and productive members of society.
Academic: Students will enter the high school understanding the importance of academics in relation to their future and gain the ability to achieve personal goals and give back to their communities in a positive way.
Career: Students will be prepared to successfully transition into the world of work with the ability to make informed career decisions.
Library Grades 6, 7, and 8
Course Description: Instruction in the
is done in collaboration with all subject teachers. The skills taught include finding the right print resources for an assignment, how to write a source citation, and searching for the best information on the Internet. Students are also introduced to several types of literary genres which will be used in classroom assignments and for reading pleasure. Media Center
Chorus 6, 7, 8
Course Description: Students will learn to appreciate the arts through singing from a variety of genres; from the 15th-century to the present. These genres include classical and popular as well as sacred and similar. Whenever possible, they will sing in the native language of the song writer. There will be two or three concert performances in which each participant is expected to perform. There is an annual Winter and Spring Concert and possibly the Annual Scholarship Concert.
1. To be able to sing in tune and on pitch, to act as one group of performers and not as individuals. 2. To sing in parts, either two or three, and more if the level is extraordinary.
3. To learn the proper techniques of singing through posture, breathing, phrasing, pronunciation, enunciation, etc.
4. To appreciate the fine arts through singing and to carry on this appreciation as a life long skill.
Music 6 and 7
General Music 6: Discussion and review of ideas and concepts from the 5th-grade general music is incorporated into 6th-grade music curriculum. The language of music, vocabulary, music notation, the origin and development of notation, developing the ability to read notation, understand note values, rhythm; proper posture for speaking and playing an instrument and singing; developing listening skills-listening to various composers, reading composer biographies, comparing different styles of music and learning to appreciate the natural music instrument the voice.
General - Music 7: A continuation of the General Music 6. A more in-depth historical perspective as well as current events, an application of concepts learned with regard to language, reading notation, composing and performing.
1. The development and continued awareness of music and its effects on everyday life.
2. The development of a continuing knowledge and appreciation of a variety of styles of
3. To gain an understanding that music touches all areas of education in general; i.e., math,
science, social studies, geography, history, language, and art.
Course Description: Students will continue their music education in the semester format. They will continue to learn many facts of music such as rhythm, melody, harmony, form, and instrumentation. They will learn through the classical composers such as Bach, Handel, Mozart, and Gershwin. They will also learn the many aspects of music through various projects.
1. To be able to demonstrate their skills of reading music by performing on a melodic
2. To appreciate the arts as a listener and a participant.
3. To use these skills to continue growing as life long learners.
4. To apply their knowledge of writing, math, science, and social studies in the music content
5. To gain an acquaintance and to apply their knowledge of computer skills in the area music.
Course Description: Students will experience technology through a hands-on approach. They will understand the technological progress our country has made. The project work will be accomplished through an introduction to basic hand tools and the proper usage. Emphasis will be put on the ruler and its many applications. Safety will always be a high priority.
Course Goals: As they finish the course they will be expected to layout, cut, file, drill, sand, finish and, most of all, write descriptively about what they have done. The measurement will be utilized and reinforced throughout math.
Course Description: Students will participate in their first intermediate level Technology course. The introduction of power tools, aeronautics, architecture, computer systems, basic engineering and technical drawing shape the course curriculum. Projects include bridge construction, car design, assembling computers, home architecture software and model airplanes. The foundation of Technology 7 is based on the NYS MST standards. As of the 2012-20013 school year, the reading and writing elements of the class will be based on the Common Core Learning Standards.
Grades 7- Family and Consumer Science (FaCS)Course Description: Middle level Family and Consumer Science education is delivered through the state mandated course, Home and Career Skills. Home and Career Skills is a course designed to help middle level students live in a society of constant change and to improve their quality of life for the future by preparing them to meet their present and future responsibilities as family members as well as community members, consumers, home managers and wage earners. The GOAL is to educate early adolescents to think constructively, make sound decisions, solve problems and manage resources effectively.Home and Career Skills class is the vehicle through which the New York State Intermediate Level Learning Standards for Family and Consumer Sciences are delivered. It also focuses on the New York State Intermediate Level Learning Standards in Career Development and Occupational Studies (programming collaborative with the MMS Guidance and Counseling Office). The Home and Career Skills course affords students multiple opportunities to read, write and compute in the context of real world situations that are relevant to early adolescence.Home and Career Skills is organized around four process skills: communication, leadership, management and thinking. These process skills are taught through ten content topics:
Grade 6: (Ten Weeks) community connections, clothing management, family/parenting, human development, interpersonal relationships.
Grade 7: (Twenty Weeks) community connections, career development, consumer resource management, financial management, nutrition and wellness, personal environment management.Home and Career Skills process skills and content topics align with the National Learning Standards for Family and Consumer Sciences. In order for the full curriculum to be delivered, learning experiences must be designed to dovetail process skills with content topics.The Home and Career Skills course is to be taught using a hands on, experiential approach. Learning occurs in the context of real life situations; repeated practice is encouraged. It is recommended that the course be delivered in a laboratory setting and involve a minimum of 75% hands on instruction. The use of real life and relevant tasks, laboratories, simulations and community involvement is an integral part of the course, as is the use of research, class discussions and group activities. Students are expected to be actively involved in learning in a participatory, supportive environment and to have the opportunity to practice and develop the process skills as related to the content topics.
Band Grades 6, 7, 8
Grade 6 Band: For all 6th-grade students who have completed band 4/5 at the elementary level.
Grade 7/8 Band: 7th and 8th grade students rehearse separately, but perform together for their concerts.
Jazz Band: Jazz band is offered after school on Thursday evenings from 7:00 to 8:30 PM. The band consists mostly of high school students with some middle school students if they are advanced enough to perform at the selected music level. The jazz band performs with the middle school instrumental concerts.
Lessons: Lessons for all students are on a rotational schedule. If followed correctly, a student will miss only 2 out of 50 classes per 10 week grading period. Lessons are essential in providing your child with the help and direction that they need to be successful.Course Goals: Goals for both performance groups are similar. Students will be introduced to a variety of musical literature, providing exposure to different cultural, traditional and ethnic compositions. Emphasis will be placed on reading, counting, listening, and performance. Group effort and cooperation will also be a vital part of each students education.
Physical Education Grades 6, 7, 8The Marlboro Middle School Physical Education objective is to teach students how to lead healthy lifestyles (lifelong fitness). Students will learn and participate in activities that encourage them to be physically active. Our hope is to empower students to make healthy choices that lead to productive lives.Grades 6, 7, and 8 units:Basketball Softball LacrosseBadminton Fitness PickleballFloor Hockey Orienteering Cooperative gamesFlag Football Track & Field Team HandballSoccer Volleyball Ultimate FrisbeeCourse Goals:1. Students will have the necessary knowledge and skills to establish life time fitness.2. To establish a positive relationship with our students and parents.3. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.Adapted Physical EducationCourse Description: The learning community offers an adapted physical education program to develop fundamental motor skills for those students who are identified as needing more individualized attention to realize and achieve their potential in physical education.Gymnasium RulesBe prepared on a daily basis. No bullying or fighting. Respect your teacher, fellow students and principals. No cell phones in class. No horseplay or fooling around. Treat equipment and property with respect. No gum or jewelry (bracelets, necklaces, hoop earrings, rings or watches).Do your best!Required ClothingShorts, t-shirt, sweatpants, sweat top (hoodie for cold days), sneakers (bring extra socks for wet days). No tank tops or short shorts are allowed.Note: 5 points will be taken off the average when unprepared for class.
Health Education Grade 7
Course Description: Living in a fast-paced, ever-changing world, our students in this day and age need healthy living skills which will help them adapt to all of the changes that will help them throughout adolescence and their adulthood. This 8th-grade health education course will help students focus on their physical, emotional/mental, and social changes that will occur during adolescence. This course is designed to cover four to seven units which are listed below. During these units students will work on projects that will help them enhance their learning for specific topics.
Taking Charge of Your Health Understanding Your Body
Building Safe & Healthy relationships Diseases & Disorders
Physical Health & Fitness Safety & Environmental Health
Making Safe & Drug-Free Decisions
- Students will have the necessary knowledge to make healthy decisions throughout their adolescence and lifetime.
- Students will learn the skills to participate in a healthy lifestyle.
- Students will understand the values in participating in living a healthy lifestyle.
6th Grade Art
Course Description: This course will meet everyday for ten weeks. During that time students will be:
- Understanding art and artists: the nature, function, and resultant importance.
- Creating art: the element parts of visual artwork, the creative processes, and the final product.
- Valuing art: the manner in which one finds meaning in visual artwork and makes judgment with regard to the work, the artist and the artists achievement.
- Learn the aesthetic sensitivity, creative potential, self-esteem and innate humanity that exist in every human being.
- Develop the necessary skills, knowledge, and attitudes for realizing their artistic potential and for making valid aesthetic judgments.
- Preserve, enlarge, and transmit our cultural and artistic heritage.
- The course will incorporate the Common Core and New York State standards.
Grades 6, 7, and 8 Introduction to Ceramics
Course Description: This course will meet everyday for ten weeks. During this time students will be introduced to the terms and concepts of ceramics. They will learn how to manipulate the clay to form functional and visually pleasing sculptures.
- Be introduced to the history of ceramics.
- Learn ceramic vocabulary.
- Learn hand-building techniques such as the pinch pot method, coil pot method, slab construction and figurative ceramics.
Grades 6, 7, and 8 - Introduction to Photography
Course Description: This course will meet everyday for ten weeks. During this time, students will be introduced to the terms and concepts of photography. They will learn how to use the digital camera and computer to create visually pleasing pictures.
- Be introduced to the history of photography.
- Learn digital camera and photography vocabulary.
- Learn how to take a pleasing picture with their camera.
- Download their digital pictures onto the computer.
- Use Photoshop programs to enhance, alter, and print their pictures.
- Create a scrapbook with their finished pictures.
8th Grade Art
Course Description: This course will meet everyday for twenty weeks. During that time students will be able to develop their individual ability to observe his/her own world by expressing themselves creatively. The New York State Learning Standards will be applied to each lesson along with the seven primary concerns for scope in art education:
- Problem solving
- Reasoning ability
- Arguing point of view
- Critical judgment
- Search for information use of the media center, computer room, and internet
- Developing art skills/techniques
- Learn to utilize art as a means of self-expression.
- Foster self-understanding, self-confidence, and self-acceptance through an extended experience of visual arts and artistic self-expression.
- Have opportunities for exploration, experimentation, skill development, and expression through a variety art media, tools, materials and processes.
Spanish - Grade 7
The 7th grade Spanish course will meet every other day from September through June. This course will introduce students to the basics of the language and culture of the Spanish speaking world. The learning objectives include familiarizing students with basic vocabulary and grammar. Students will express their understanding of what they have learned through speaking, listening, reading and writing in the target language. Students will study culture to better understand and respect the Spanish speaking people and their customs.
Spanish 1 - Grade 8
The introductory course in Spanish provides the students with the basics of the four language skills: listening, speaking, reading, and writing. The course is presented in a communicative style with emphasis placed on actually using the language to communicate in everyday situations. The course is presented within the framework of the cultural heritage of the native language.
Spanish I is split into a two year course. Both 7th and 8th-grade students participate in this course. There is a final exam in grade 7 and grade 8. The final exam in grade 8 is the FLACS Exam. Upon receiving a score of 65 or higher on the final exam and in the class, the student will receive one high school credit. Should the student not receive a 65 or higher on either the exam, the course or both, he/she will have to repeat the course the following year.
The overall goals of world language study are effective communication and cultural understanding. The Marlboro Learning community Learning Community has adopted the following long-range goals:
To provide the students with skills which will enable them to communicate orally and in writing with speakers of another language and with people of other nationalities who have also learned the language.
To bring the students to a greater understanding of people across national boundaries by giving them insight into the ways of life and ways of thinking of the people who speak the language they are learning.
To increase the students understanding of how language functions and to bring them, through the study of world languages, to a greater awareness of the functioning of their own language.
To develop the student's intellectual powers through world language study, training in memory, and the application of logical processes.
To increase cultural awareness by the study of the literature and philosophy of the targeted culture.
To encourage the students to read the language with comprehension, so that they may keep up with modern writing, research, and information.